Contrasting Two Approaches to Distance Language Learning
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| Title: | Contrasting Two Approaches to Distance Language Learning |
|---|---|
| Language: | English |
| Authors: | Ros i Sole, Cristina, Hopkins, Joseph |
| Source: | Distance Education. Nov 2007 28(3):351-370. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | English Curriculum, Open Universities, Second Language Programs, Colleges, Foreign Countries, Modern Languages, Distance Education, Second Language Learning, English (Second Language), Teaching Methods, Computer Uses in Education, Context Effect, Cultural Influences, Language Skills, Student Evaluation, Feedback (Response), Online Courses, Second Language Instruction, Comparative Analysis, Teacher Role |
| Geographic Terms: | Spain, United Kingdom |
| DOI: | 10.1080/01587910701611369 |
| ISSN: | 0158-7919 |
| Abstract: | In this article we contrast two distance foreign language programs developed at two European institutions of higher education (the Modern Languages Program at the Open University, UK; and the English Program at the Universitat Oberta de Catalunya, Spain) as instances of two pedagogical models used to address the many challenges posed by teaching languages at a distance. A detailed analysis of both approaches reveals that the pedagogical choices made by both universities are in great measure determined by the historical and cultural contexts in which both institutions are embedded. In addition, we discuss the similarities and differences between the two and draw several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning. (Contains 4 figures, 3 tables and 2 notes.) |
| Abstractor: | Author |
| Number of References: | 32 |
| Entry Date: | 2007 |
| Accession Number: | EJ777864 |
| Database: | ERIC |
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| Abstract: | In this article we contrast two distance foreign language programs developed at two European institutions of higher education (the Modern Languages Program at the Open University, UK; and the English Program at the Universitat Oberta de Catalunya, Spain) as instances of two pedagogical models used to address the many challenges posed by teaching languages at a distance. A detailed analysis of both approaches reveals that the pedagogical choices made by both universities are in great measure determined by the historical and cultural contexts in which both institutions are embedded. In addition, we discuss the similarities and differences between the two and draw several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning. (Contains 4 figures, 3 tables and 2 notes.) |
|---|---|
| ISSN: | 0158-7919 |
| DOI: | 10.1080/01587910701611369 |
